Partnerships for Reform through Investigative Science and Math Invasive Animals – An Introduction 1 Concepts Hawai‘i’s environments and animals are arguably the most unique in the world. The knowledge of Hawai‘i’s flora and fauna leads to informed political and economic decisions by the islands’ population. Duration 1 hour Source Material PRISM Vocabulary Introduced animal Invasive animal Native animal Invasive Animals – An Introduction Summary Students are introduced to the animals of the Hawaiian Islands. By working on a Unit Pre-Test, students will answer questions based on their prior knowledge and personal experience. They will encounter material that will be covered over the next nine weeks. This Pre-Test may determine the class’ awareness about Hawai‘i’s flora and fauna prior to the Unit. Objectives • Students will be able to use personal experience and prior knowledge to answer Pre-Test questions. • Students will be able to develop an initial cognitive awareness about animals of Hawai‘i as a basis for the unit. Materials Activity 1: Unit Introduction and Pre-Test For each student: 1 “Invasive Animals of Hawai‘i and their Effect” Pre-Test writing utensil Making Connections Students will draw from personal experience and prior knowledge to answer questions about animals in Hawai‘i on the Pre-Test, “Invasive Animals of Hawai‘i and their Effect.” Teacher Prep for Activity Activity 1: Unit Introduction and Pre-Test Make a copy of “Invasive Animals of Hawai‘i and their Effect” Pre- Test for each student. Have copy of Test Key on hand during testing period, in case of student questions. Background Animals in Hawai‘i have all come from different places in the world, no animal was found in the islands as these volcanic rocks rose from the Pacific Ocean. Animals that have found their way to Hawai‘i on their own are native animals. Those that have been brought by humans are introduced animals. Although no animal is inherently greater than another animal, there are those that have negatively impacted the local animals and plants in Hawai‘i. These animals are considered invasive animals and humans seek to control or irradicate them from the islands. This curriculum unit will explore the idea of invasive animals and their role in the local environment. Invasive Animals
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Partnerships for Reform through Investigative Science and Math
Invasive Animals – An Introduction 1
Concepts Hawai‘i’s environments and animals are arguably the most unique in the world. The knowledge of Hawai‘i’s flora and fauna leads to informed political and economic decisions by the islands’ population. Duration 1 hour Source Material PRISM Vocabulary Introduced animal Invasive animal Native animal
Invasive Animals – An Introduction
Summary Students are introduced to the animals of the Hawaiian Islands. By working on a Unit Pre-Test, students will answer questions based on their prior knowledge and personal experience. They will encounter material that will be covered over the next nine weeks. This Pre-Test may determine the class’ awareness about Hawai‘i’s flora and fauna prior to the Unit. Objectives
• Students will be able to use personal experience and prior knowledge to answer Pre-Test questions.
• Students will be able to develop an initial cognitive awareness about animals of Hawai‘i as a basis for the unit.
Materials Activity 1: Unit Introduction and Pre-Test For each student: 1 “Invasive Animals of Hawai‘i and their Effect” Pre-Test writing utensil Making Connections Students will draw from personal experience and prior knowledge to answer questions about animals in Hawai‘i on the Pre-Test, “Invasive Animals of Hawai‘i and their Effect.” Teacher Prep for Activity Activity 1: Unit Introduction and Pre-Test Make a copy of “Invasive Animals of Hawai‘i and their Effect” Pre-Test for each student. Have copy of Test Key on hand during testing period, in case of student questions. Background Animals in Hawai‘i have all come from different places in the world, no animal was found in the islands as these volcanic rocks rose from the Pacific Ocean. Animals that have found their way to Hawai‘i on their own are native animals. Those that have been brought by humans are introduced animals. Although no animal is inherently greater than another animal, there are those that have negatively impacted the local animals and plants in Hawai‘i. These animals are considered invasive animals and humans seek to control or irradicate them from the islands. This curriculum unit will explore the idea of invasive animals and their role in the local environment.
Invasive Animals
Partnerships for Reform through Investigative Science and Math
Invasive Animals – An Introduction 2
Vocabulary Introduced animal – an animal brought to an ecosystem with human assistance Invasive animal - animal that negatively affects an ecosystem to which they were introduced Native animal – an animal that exists in an ecosystem naturally, finding its way to the ecosystem without human assistance Procedure Activity 1: Unit Introduction and Pre-Test (Approximately 1 hour) 1. Introduce unit by asking students what they know about animals in Hawai‘i.
a. Ask leading questions such as: i. What is an example of an animal found in Hawai‘i?
ii. What is an example of an animal not found in Hawai‘i? iii. What is a native animal? iv. What is an introduced animal? v. What is an invasive animal?
2. Allow students ample time to answer questions and think through answers. Direct students to think about animals found in Hawai‘i.
3. Explain to students that this unit will focus on animals found in Hawai‘i. 4. Explain to students that before they start this unit, they will be taking a test to see how much
they know. a. Tell students to try their best; do not worry about answering the question wrong.
5. Hand out test. Allow students time to complete. 6. Collect test at end of testing period. Assessments “Invasive Animals of Hawai‘i and their Effects” Pre-Test.
Partnerships for Reform through Investigative Science and Math
c) How many years has the current native bird population
remained the same? _________________________________________________
d) Give a possible reason why the current native bird population
stayed the same. _________________________________________________ _________________________________________________ _________________________________________________
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Invasive Animals – An Introduction 8
Invasive Animals of Hawai‘i and their Effect Grade 3 Pre/Post-Test
Grading Rubric 1. Draw and give one written example of a natural environment.
10 Student provides visual and written description of a natural environment, a landscape that is unaltered by humans. Examples of natural environments can be: rainforests, oceans, beaches, the Volcano, mountain ranges, etc. Student must provide accurate description (name) for associated drawing. Coloring is not a necessary component of this score.
5 Student provides either a visual OR a written description of a natural
environment, a landscape that is unaltered by humans. Examples of natural environments can be: rainforests, oceans, beaches, the Volcano, mountain ranges, etc. Coloring is not a necessary component of this score. If student provides both a drawing and written description, this grade is given when the drawing and description do not match.
0 Student provides either a visual AND/OR a written description of an
unnatural environment, a landscape that is altered by humans. Examples of unnatural environments can be: playgrounds, malls, schools, restaurants, County Fair, etc. If student provides neither a visual nor a written description of a natural environment, no points are awarded.
2. Give two ways a plant depends on an animal.
10 Student provides two correct examples of how a plant depends on an animal. Examples of correct answers include needing animals for: seed dispersal, pollination, carbon dioxide for gas exchange, etc.
5 Student provides one correct example of how a plant depends on an
animal. Examples of correct answers include needing animals for: seed dispersal, pollination, carbon dioxide for gas exchange, etc.
0 Student provides no correct examples of how a plant depends on an
animal. Examples of correct answers include needing animals for: seed dispersal, pollination, carbon dioxide for gas exchange, etc. If student provides no answer, no points are awarded.
3. Give two ways an animal depends on a plant.
10 Student provides two correct examples of how an animal depends on a plant. Examples of correct answers include needing plants for: shade, shelter, food, protection, oxygen for gas exchange, etc.
Partnerships for Reform through Investigative Science and Math
Invasive Animals – An Introduction 9
5 Student provides one correct example of how an animal depends on a
plant. Examples of correct answers include needing plants for: shade, shelter, food, protection, oxygen for gas exchange, etc.
0 Student provides no correct examples of how an animal depends on a
plant. Examples of correct answers include needing plants for: shade, shelter, food, protection, oxygen for gas exchange, etc. If student provides no answer, no points are awarded.
4. Label each animal as native or invasive.
5 points are awarded for each correct answer: a) Mongoose – invasive b) Nene goose – native c) Hawaiian Monk Seal – native d) Mosquito - invasive
5. Draw or list three ways plants travel from the mainland to Hawai‘i.
5 points are awarded for each correct answer: (1) by wind, (2) by water/waves (ocean currents), (3) by birds (seeds stuck on feathers), or (4) by humans. Only 1 human-facilitated migration answer (i.e., ships, canoes, airplanes, mail), will be awarded with points.
6. What is NOT an example of an invasive animal?
8 The correct answer is C: An animal that lives in the Hawaiian forest and found nowhere else in the world. For point to be awarded, student must elect only C as the answer. No other answer may be included.
0 No points are awarded if student provides no answer, or an answer other
than C. If student provides another answer in addition to C, the student receives no points.
7. Write one complete sentence on the most interesting part of science.
7 Student provides a clear, concise statement about the most interesting part of science to him/her. Student must write in a complete sentence to receive the points.
0 Student provides an answer phrased as an incomplete answer. If the
student provides no answer, no points are awarded. 8. Look at the two graphs to answer the next questions.
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Invasive Animals – An Introduction 10
a) Which graph shows a steady population of native birds?
5 Student provides the answer, GRAPH A or a close variation of the answer (i.e., A, or graph on the left, or No Invasive Animals).
0 Student provides an incorrect answer, such as GRAPH B or no offered
choice. If the student provides no answer, no points are awarded. In GRAPH B, b) How many years ago did the invasive animal start to affect the native bird
population?
5 Student provides an answer of 35 years ago, or a close variation of the answer.
0 Student provides an incorrect answer, such as any other number or no
offered choice. If the student provides no answer, no points are awarded. c) How many years has the current native bird population remained the same?
5 Student provides an answer of 10 years, or a close variation of the answer.
0 Student provides an incorrect answer, such as any other number or no
offered choice. If the student provides no answer, no points are awarded. d) Give a possible reason why the current native bird population stayed the
same.
5 Student provides an answer in regards to the constant population of 50 individuals. Correct answers may include: eradication of invasive animal, human interference (saving species), etc.
0 Student does not provide an answer in regards to the constant population
of 50 individuals. Correct answers may include: eradication of invasive animal, human interference (saving species), etc. If the student provides no answer, no points are awarded.
